Behavior & Classroom Management

Week 9 – Function-Based Interventions; Introduction to BSP
J Geurts, M.S. Special Education
Portland State University
[email protected]
Adapted from slides by Chris Borgmeier
Proactive v. Reactive - REVIEW
PBS v. Aversive approach

PBS v. Aversive Model (ABC)
A
B
C
PBS (Positive Behavior Support) – Proactive
Interventions to prevent Explicitly Teach
problem behavior
Alternate and Desired
behavior
Reinforcement of
Alternate and Desired
behavior
Traditional Aversive/Punitive Model - Reactive approach
Limited focus on
Antecedent
Interventions
Little focus on teaching Emphasis on punitive
behavior
response to problem
behavior
Competencies
Council for Exceptional Children: Initial Special Education Teachers of
Individuals with Exceptional Learning Needs with Emotional and
Behavior Disorders
 Standard 5: Learning Environments/Social Interactions ***


Modify the learning environment to manage behavior
Use effective and varied behavior management strategies
 Standard 7: Instructional Planning ***


Prepare individuals to exhibit self-enhancing behavior in response to
societal attitudes and actions
Plan and implement individualized reinforcement systems and
environmental modifications at the levels equal to the intensity of the
behavior
Traditional / Punitive Approach
A
B
C
Traditional Aversive Model - Reactive approach
No intervention:
No focus on teaching:
repeatedly ask student
student “would have
to do problem on board; learned it if he was
“should be able to do it
just like everyone else”
Find punitive response:
send student to hallway,
Behavior Intervention
paying attention in class Center, or office
or tried harder”
Student Situation & what the student has learned
1st time…tried to do the Peers laughed and said
problem and struggled “that one’s easy”.
Asked to do math
problem at the board, in
Ever since…student
front of the whole class
refuses loudly and/or is
silly at the board
Teacher sends student
out & calls on someone
else to do the problem.
A
PBS Approach (ABC)
B
C
PBS (Positive Behavior Support) – Proactive approach
Set up Success:
1. Provide problem in
advance (and help
if needed)
2. Tell student when
they’ll be called up
Teach & Practice:
1. How to politely
request a “pass”
2. Math skills needed
to tackle that
problem
Reinforce student for
1. Politely requesting
a “pass”.
2. Attempting the
math problem (at
desk or at board)
Student Situation & what the student has learned
1st time…tried to do the Peers laughed and said
problem and struggled “that one’s easy”.
Asked to do math
problem at the board, in Ever since…student
front of the whole class refuses loudly and/or is
silly at the board
Teacher sends student
out & calls on someone
else to do the problem.
PBS v. Aversive Model (ABC)
A
B
C
PBS (Positive Behavior Support) – Proactive
Interventions to prevent Explicitly Teach
problem behavior
Alternate and Desired
behavior
Reinforcement of
Alternate and Desired
behavior
Traditional Aversive/Punitive Model - Reactive approach
Limited focus on
Antecedent
Interventions
Little focus on teaching Emphasis on punitive
behavior
response to problem
behavior
Function Based Interventions

Activity 1: Function Based Interventions
 2 copies of the Pre-Test
 Complete 1 (be sure your name is on it).
 Keep 1 for your notes/today’s activities.
 You may want to transcribe your answer from the
“turn-in” copy to the “keep” copy.
 Turn in Pre-Test
Behavior Support Planning FBA  BSP
 The most important outcomes/characteristics of FBA:
 Identify the function of the problem behavior
 Identify the variables that predict (A) and maintain (C) the
problem behavior
 Develop a Behavior Support Plan that addresses the function
of the problem behavior
 Of these, the MOST IMPORTANT….and the reason for FBA:
 Develop a Behavior Support Plan that addresses the function
of the problem behavior
Steps in Behavior Support Planning
 Step 1: Develop Competing Behavior Pathway
 Step 2: Develop Behavior Support Plan
 Step 3: Implementation Plan
 Step 4: Evaluation Plan
 Step 5: Follow-up Meetings to Review Progress
Function-Based Interventions
 Start with FBA results = Summary of Behavior
 Summary of Behavior should include a detailed and
specific description of:





Targeted Routine
Antecedents triggering behavior
Problem Behavior
Consequence/Outcome of Problem Behavior
Function of Behavior
Analyzing the Summary of Behavior
 Read over the Summary of Behavior, but pay special
attention to the Function identified for the problem behavior
 The Function of Behavior will be central to identifying
effective interventions to address:
 Antecedents
 Behaviors to Teach &
 Consequences/outComes
PBS v. Aversive Model (ABC)
A
B
C
PBS (Positive Behavior Support) – Proactive
Interventions to prevent Explicitly Teach
problem behavior
Alternate and Desired
behavior
Reinforcement of
Alternate and Desired
behavior
Traditional Aversive/Punitive Model - Reactive approach
Limited focus on
Antecedent
Interventions
Little focus on teaching Emphasis on punitive
behavior
response to problem
behavior
Start w/ Summary of Behavior from FBA
Targeted Routine
Antecedent
Problem
Behavior
Maintaining
Consequence
& Function
FBA: Summary of Behavior
Targeted Routine
Antecedent
Problem
Behavior
Maintaining
Consequence
& Function
FUNCTION
FUNCTION is where student behavior
intersects with the environment
Function = Learning
Student learns…. When (A), if I (B), then (C)…
Function = how I benefit so I keep doing B
Competing Behavior Pathway

Summary of Behavior
Setting
Events:
Antecedent:
Current Behavior:
Currency/outCome:
This information comes from your FBA
Summary Statement
Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd
(1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, HaganBurke, & Sugai (2000)
!!!Function-Based Planning!!!
(Interventions at SE, A, B, and C)
SETTING EVENTS
ANTECENDENT
BEHAVIOR
Describe:
Prevent:
Teach Alternate:
• Makes student’s day
worse.
• Outside the
environment you
control.
• Change the
environment to prevent
known trigger from
setting off problem
behavior.
• Immediate
replacement behavior
you will teach the
student.
• How and when will
you teach; review?
Minimize:
Prompt alternate
• You can’t change…but behavior:
you can minimize the
effects.
• Ex: Hungry  food;
Conflict  check in;
Forgot supplies  offer
extras.
• Cue the alternate
behavior before a
behavior choice has
been made by the
student.
CURRENCY
Reinforce alternate
behavior:
• Contingent response
to alternate behavior.
• Reinforces student use
of replacement
behavior you taught.
Teach Desired:
Correct misbehavior:
• Behavior you will
eventually teach the
student to improve
upon the immediate
replacement/alternate
behavior.
• How will you respond
if the problem behavior
occurs?
Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd
(1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, HaganBurke, & Sugai (2000)
Competing Behavior Pathway
Desired Behavior:
Future outCome:
Current Behavior:
Currency/outCome:
Setting
Events:
Antecedent:
Alternate Behavior:
Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd
(1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, HaganBurke, & Sugai (2000)
Competing Behavior Pathway
Completed from FBA
So this is what we want….
Targeted Routine
Antecedent
Desired
Behavior
Natural
Consequence
Problem
Behavior
Maintaining
Consequence
& Function
Alternate
Behavior
But… Why can’t we go right to the Desired Behavior?
Understanding Desired Behavior

Long-term goal = to follow regular classrooms routines and norms, as independently as
possible (w/ supports reduced or eliminated) and looking as similar as possible to peers

Often requires a sustained, focused teaching effort to build missing skills

Academic deficits (often related to Avoiding difficult tasks)


Social Skills deficits (often related to seeking attention)


Example: student seeks negative attention due to isolation from peers and adults resulting from aggressive
behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural
context
Communication deficit


Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading
instruction to close gap
Example: student screams and rocks vigorously back and forth due to limited communication skills which
might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.)
Organizational/school skills deficits

Example: student doesn’t complete homework due to limited scheduling and organization strategies which
might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions
with teacher because homework is frequently not done… requires teaching school skills
Why the Alternate Behavior?
4. The student is going to
need to gain the math
skills before being able to
do this like peers
1. This is
what we’re
asking the
student to do.
None
identified
Given
double
digit addn
problems
3. Look how
different this is
from what’s
happening now
Complete
math
problem
Success,
another
problem
Throws a
Tantrum
Sent back to
table
(escape task)
Raise hand
& ask for
break
5. So… in the
meantime we use
the alternate
behavior
2. This is what
the student
wants now.
Function Based Interventions
When generating interventions we use Function to develop ideas to
change A, B & C
Targeted Routine
Antecedent
Problem
Behavior
Maintaining
Consequence
& Function
FUNCTION
Function should guide
selection of alternative/
replacement behaviors
And we work
B-A-C wards
Understanding Alternate/ Replacement Behaviors
 Alternate Behaviors are:
 an immediate attempt to reduce disruption & potentially
dangerous behavior in the classroom
 Take some of the pressure off the teacher
 designed to actively begin breaking the student’s habit of
using problem behavior to meet their needs, by replacing it
with a more acceptable alternate behavior
Essential Characteristics of Replacement / Alternate Behavior
 An appropriate Alternate/Replacement Behavior:
1.
Serves the same function as the problem behavior
2.
Is easier to do and more efficient than the problem behavior

3.
Alternate Behaviors require less physical effort & provide quicker,
more reliable access to desired outcome/response than problem
behavior
Is more socially acceptable than the current (problem) behavior
Which of the Following are Appropriate Replacement Behaviors?
 Leslie is 12, has severe intellectual disabilities,
does not use words, and hits her head. Head
hitting is maintained by adult attention during
work periods.
Start w/ the
Function
 Which is the best Replacement Behavior
1. Serve
 hide under her desk and be ignored
same
Function?
 sign for “more” to another student
Does it
provide
 take completed work up to show the teacher
adult
attn?
 move to sit by another student
 Use picture communication system to request
teacher help
3. Is Behavior socially
acceptable?
2. Is
Behavior
easier to
do than
problem
behavior?
Which of the Following are Appropriate Replacement Behaviors?
 Jason is nine and cries when asked to do difficult
tasks. The crying is maintained by avoiding or
escaping difficult tasks.
Start w/ the
Function
 Possible Replacement Behaviors:
 More rewards for doing tasks
1. Serve
same
 Asking for an easier task/ worksheet
Function?
Does it
 Asking to play w/ his Gameboy
provide
adult
 Requesting adult attention
attn?
 Asking to have soda after tasks are done
2. Is
Behavior
easier to
do than
problem
behavior?
3. Is Behavior
socially
acceptable?
Competing Behavior Pathway:
Alternative Behavior
 Example: Jason (from previous example)
Antecedent
Asked to do
difficult
tasks
NOTE: This
antecedent is
not specific
enough
Problem Behavior
Crying
Asking for an
easier task/
worksheet
Consequence
Avoid/Escape
Difficult Task
Identifying the Alternate Behavior
Yes or No?
Why?
What are the
critical
features of
an Alternate
Behavior?
1. Serve
same
Function?
Does it
provide
adult
attn?
2. Is
Behavior
easier to
do than
problem
behavior?
3. Is Behavior
socially
acceptable?
Competing Behavior Pathway
Activity 2
 With a partner go through each of the Competing Behavior
Pathway options in Pre-Test #2  Yes or No & Why
BREAK
5 minutes
 Identify an appropriate REPLACEMENT
BEHAVIOR:



Same function as problem behavior
Easier to do than problem behavior
More socially appropriate than
problem behavior
 BEHAVIOR: Scribbles all over, then tears
up math paper.
Practice #1
ALTERNATE/REPLACEMENT
BEHAVIOR
 FUNCTION: Avoid math work.
 MY ANSWER: Cross out odds or evens.
 Identify an appropriate REPLACEMENT
BEHAVIOR:



Same function as problem behavior
Easier to do than problem behavior
More socially appropriate than
problem behavior
 BEHAVIOR: Gets out Reading HW when
time to do planner.
Practice #2
ALTERNATE/REPLACEMENT
BEHAVIOR
 FUNCTION: Gain adult attention.
 MY ANSWER: Signal (cue card, hand
signal) for adult to watch him/her
write in planner.
 Identify an appropriate REPLACEMENT
BEHAVIOR:



Same function as problem behavior
Easier to do than problem behavior
More socially appropriate than
problem behavior
 BEHAVIOR: Head down, refusing to
follow directions.
Practice #3
ALTERNATE/REPLACEMENT
BEHAVIOR
 FUNCTION: Avoid adult attention.
 MY ANSWER: 5 minutes head down
coupon.
 Identify an appropriate REPLACEMENT
BEHAVIOR:



Same function as problem behavior
Easier to do than problem behavior
More socially appropriate than
problem behavior
 BEHAVIOR: Blurting out jokes during
quiet work time.
Practice #4
ALTERNATE/REPLACEMENT
BEHAVIOR
 FUNCTION: Gain peer attention.
 MY ANSWER: Student reads
assignment directions to whole class.
Developing Function-Based Interventions
Behavior Support Planning
Identify a
range of
interventions
that address
prevention (A),
teaching (B) &
consequences
(C)
You may not
use them all,
but it is good to
identify
multiple
interventions
options across
A, B & C
!!!Function-Based Planning!!!
(Interventions at SE, A, B, and C)
SETTING EVENTS
ANTECENDENT
BEHAVIOR
Describe:
Prevent:
Teach Alternate:
• Makes student’s day
worse.
• Outside the
environment you
control.
• Change the
environment to prevent
known trigger from
setting off problem
behavior.
• Immediate
replacement behavior
you will teach the
student.
• How and when will
you teach; review?
Minimize:
Prompt alternate
• You can’t change…but behavior:
you can minimize the
effects.
• Ex: Hungry  food;
Conflict  check in;
Forgot supplies  offer
extras.
• Cue the alternate
behavior before a
behavior choice has
been made by the
student.
CURRENCY
Reinforce alternate
behavior:
• Contingent response
to alternate behavior.
• Reinforces student use
of replacement
behavior you taught.
Teach Desired:
Correct misbehavior:
• Behavior you will
eventually teach the
student to improve
upon the immediate
replacement/alternate
behavior.
• How will you respond
if the problem behavior
occurs?
Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd
(1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, HaganBurke, & Sugai (2000)